"Perception becomes reality" To affect desruptive volitional behavior on a long-term basis, we need to change the perceptions that drive that behavior.
Self-worth and desire to avoid pain
This perception drives behavior. Students think that if they can't win or don't know the answer they can mask this by misbehaving. That way they avoid the appearance that they have low-ability. They put the blame somewhere else.
EX: Kid thinks he will fail math class so he does nothing for it, no homework at all. He does receive the F. He might even misbehave to get kicked out of class but at least he doesn't have a threat to self that he has low ability. His lack of effort and misbehavior account for his F, not his knowledge. He avoids pain and embarrassment.
Blaming Others
Avoid pain by making it someone else's fault. "teacher doesn't like me' "they were unfair" "not enought time" "it's a stupid class"
As teachers we need to work with students to sidestep this avoiding tactics that students have by 1) focusing problem at hand and 2) give the offender no opportunity for displacement. 1) Focus on the problem at hand
Teachers shouldn't be led by student to focus on another problem. "Jamie hit me first and you never punish her because you like girls better..."
Respond with "We are talking about your behavior now but we can discuss Jamie later."
2) Leave No Room for Displacement
Teachers help the student focus only on the behavior that is in question and who is responsible for changing it. Don't react emotionally and give your student information that will cause them to think differently about the situation. Change the student's field of awareness.
1. student believes personal worth depends on accomplishments (grades, athletics)
2. ability leads to those accomplishments
3. ability is necessary for self-worth
4. if their success is unlikely then behaviors are utilzied to minimize implication of lack of ability
5. student chooses apathy, aggressiveness, passive-resistive behavior to protect self
It is not easy to change a student's perception. CH. 6 gives 3 key steps for change.
1. Mutual agreement: find away to agree with the student on the situation or problem at hand
2. Transition: Propose some options for the student that might work better, give student time to think
3. Change: the student realizes his way wasn't the best way and chooses another
"Perception becomes reality" To affect desruptive volitional behavior on a long-term basis, we need to change the perceptions that drive that behavior.
Self-worth and desire to avoid pain
This perception drives behavior. Students think that if they can't win or don't know the answer they can mask this by misbehaving. That way they avoid the appearance that they have low-ability. They put the blame somewhere else.
EX: Kid thinks he will fail math class so he does nothing for it, no homework at all. He does receive the F. He might even misbehave to get kicked out of class but at least he doesn't have a threat to self that he has low ability. His lack of effort and misbehavior account for his F, not his knowledge. He avoids pain and embarrassment.
Blaming Others
Avoid pain by making it someone else's fault. "teacher doesn't like me' "they were unfair" "not enought time" "it's a stupid class"
As teachers we need to work with students to sidestep this avoiding tactics that students have by 1) focusing problem at hand and 2) give the offender no opportunity for displacement.
1) Focus on the problem at hand
Teachers shouldn't be led by student to focus on another problem. "Jamie hit me first and you never punish her because you like girls better..."
Respond with "We are talking about your behavior now but we can discuss Jamie later."
2) Leave No Room for Displacement
Teachers help the student focus only on the behavior that is in question and who is responsible for changing it. Don't react emotionally and give your student information that will cause them to think differently about the situation. Change the student's field of awareness.
1. student believes personal worth depends on accomplishments (grades, athletics)
2. ability leads to those accomplishments
3. ability is necessary for self-worth
4. if their success is unlikely then behaviors are utilzied to minimize implication of lack of ability
5. student chooses apathy, aggressiveness, passive-resistive behavior to protect self
It is not easy to change a student's perception. CH. 6 gives 3 key steps for change.
1. Mutual agreement: find away to agree with the student on the situation or problem at hand
2. Transition: Propose some options for the student that might work better, give student time to think
3. Change: the student realizes his way wasn't the best way and chooses another